This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.
Chapter
1. Introduction: Connecting Historical Justice and History
Education; Matilda Keynes, Henrik Åström Elmersjö, Daniel Lindmark and Björn
Norlin.- Part I: State-Sponsored Processes and Education.- Chapter
2. Recontextualizing historical injustice into education: The relationship
between a White Paper and a textbook on the abuse of the Roma in Swedish
history; Malin Arvidsson, Henrik Åström Elmersjö.
Chapter 3. Taking
responsibility for the past: Theoretical and educational considerations,
illustrated by South African experience; Sirkka Ahonen.
Chapter 4. Education
and truth commissions: Patterns, possibilities and implications for
historical justice; Julia Paulson, Michelle J. Bellino.- Part II: Historical
Justice in Public History Spaces.
Chapter
5. The Hanaoka Incident and
Practices of Local History and Memory Making in Northern Japan; Erik Ropers.-
Chapter 6. Historical narratives and civic subjectification inthe aftermath
of conflict; Daniela Romero-Amaya.
Chapter 7. Generating and Popularising
Historical Knowledge in a Reconciliation Pro-cess: The Case of the Church of
Sweden and the Sami; Björn Norlin, Daniel Lindmark.
Chapter 8. The role of
commemoration in history and heritage: the legacy of the World War One
Engagement Centres; Nicola Gauld, Ian Grosvenor.
Chapter 9. 9. Challenging
comfort women discourse: rethinking intersections of historical justice and
history education; Anna-Karin Eriksson.
Chapter
10. Ethics and historical
justice; Göran Collste.- Part III: Educational Materials: Textbooks,
Curricula, Policy.- Chapter 11. Textbook Revisions as Educational Atonement?
Possibilities and challenges of history education as a means to historical
justice; Eleni Christodoulou.
Chapter 12. Redressing historical wrongs or
replicating settler colonialism? Social studies curriculum reform in
Canada; James Miles.-Chapter 13. Narrative Justice? Ten tools to deconstruct
narratives about violent pasts; Angela Bermudez.
Chapter 14. History
education, transitional justice and politics of reconciliation: Multi- and
univocality around violent pasts in South African and Rwandan
textbooks; Denise Bentrovato.- Part IV: Pedagogy, Teachers, and Students.-
Chapter
15. Practicing reconciliation in a Canadian book club; Jonathan
Anuik.
Chapter 16. Developing historical consciousness for social cohesion:
How South African students learn to construct the relationship between past
and present; Natasha Robinson.
Chapter 17. Historical justice and the
Holocaust in history education; Andy Pearce, Stuart Foster.
Chapter 18. Do
teachers care about historical justice? Teaching about the Holocaust,
genocide, and colonialism in England; Heather Mann.
Chapter 19. Political
good-will, moral lessons, historical justice? Upper secondary school students
onthe motives and effects of historical apologies; Jan Löfström.
Mati Keynes is a Doctoral Researcher at the Australian Centre for Public History, University of Technology, Sydney, Australia.
Henrik Åström Elmersjö is Associate Professor of History and Education at the Department of Education, Umeå University, Sweden.
Daniel Lindmark is Professor of History and Education at the Department of Historical, Philosophical and Religious Studies, Umeå University, Sweden.
Björn Norlin is Associate Professor of History and Education at the Department of Education, Umeå University, Sweden.
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